Download - Lesson plan
Lesson Plan
I. Objectives
At the end of the lesson, the students will be able to:
1. Produce correctly the sound of the English consonant /hw/.
2. Recognize words within a given phrase, sentence, and selection having the /hw/
sound.
3. Practice through drills involving reading words, phrases and sentences aloud.
4. Attain fluency of the /hw/ sound through choral reading.
II. Subject
a. Topic
/hw/ is a voiceless velar frictional sound when it occurs initially in a word or
syllable, as in where and everywhere.
b. References
BOOKS
Ladera, Helen, Edna de la Cruz, Magelende Flores, and Teresita Isidro.
Options II (Speech Communication and Creative Expression). Quezon
City: Rex Book Store, Inc. 2005
Padilla, Cabrina. Enriching Oral Communication Skills. Quezon City:
Abiva Publishing House. Inc., 1989.
INTERNET
Gordon, David. "Vocal Warm Up Tongue Twisters". David Gordon
Studio. 2014, David Gordon Studio. 7 Sep. 2014
<www.spiritsound.com/twisters.html>.
"Tongue Twisters". Thinks.com. 2014, Demand Media, Inc. 7 Sep. 2014.
<thinks.com/words/tonguetwisters.html>.
"Speech Club - Toastmaster, Language Word Power, Tongue Twisters".
Be a Successful Toastmaster. 2014, Grace Communion International. 7
Sep. 2014 <www.gci.org/church/speech/club3>.
III. Materials
Flash cards
Illustrations
Sentence and choral reading piece charts
IV. Lesson Proper
a. Ask the students a question that will lead to the introduction of the sound /hw/
English consonant.
b. Introduce the /hw/ sound through explaining the process of producing the
sound mentioned.
c. Present flash cards containing words with /hw/ sound. The presenters will
read the words first and let the students repeat after them.
d. Present phrases and sentences emphasizing words with /hw/ sound for further
familiarity.
e. For mastery, present tongue twisters to the class featuring the /hw/ sound. To
make it more challenging, two best tongue twisters will be employed in the
progress.
V. Exercises
This is a choral reading. The class will be divided into dark voices and light voices.
Whistle, Whistle, Old Wife
DARK VOICES: Whistle, whistle, old wife, and you get a hen.
LIGHT VOICES: I wouldn’t whistle if you could give me a ten.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a cook.
LIGHT VOICES: I wouldn’t whistle if you gave me a flock.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a boot.
LIGHT VOICES: I wouldn’t whistle if you could give me two.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a gown.
LIGHT VOICES: I wouldn’t whistle for the best one in town.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a man.
LIGHT VOICES: Wheeple, Wharple, I’ll whistle if I can.
VI. Assignment
Look for a short story. Meet with your group, brainstorm and adapt the
chosen story for Readers Theater. Make sure the chosen story has the
sounds previously discussed.
Prepared by:
Anajean Jandayan
Jucarlo Jabla
English 3 ( Mth 9:00-10:30)